This unit is to be used with second grade students to teach addition and subtraction strategies, or remediate with students needing extra practice.
This video was created by NCDPI. This video examines best practices and research related to developing computational fluency. Teaching strategies and tips are provided.
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In this lesson, students explore approaches for adding three two-digit numbers.
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This assessment may be used for instructional or assessment purposes. A scoring rubric is included.
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In this lesson, students are introduced to the beaded number line as a tool to help them solve addition and subtraction problems within 20. This lesson is in two parts and may be taught over more than one day.
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This lesson should occur after the Partner Quick Flash lesson, which introduces conceptual subitizing. Candy Quick Flash continues to encourage conceptual subitizing an efficient way to find "how many".
Notes:
Perceptual subitizing: instantly recognizing "how many" in a set
Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set
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In this task, students are asked to teach a friend how to efficiently solve an addition problem. The task may be used for instructional or assessment purposes.
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In this lesson, students will be taking ownership of their own learning by making addition charts of facts that they know, and facts they need to learn. A logical progression of strategy instruction that can be used to help students become fluent with the facts is one more and two more than facts, facts with zero, doubles facts, and doubles plus one facts.
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In this lesson, students are introduced to Number Talks involving dot cards. Students develop efficient strategies for finding "how many" dots are on each card. Strategies relate to first grade addition concepts.
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This lesson should occur after students have experiences with perceptual subitizing*.
In this lesson, students use conceptual subitizing** as a flexible and efficient method for finding "how many".
*Perceptual subitizing: instantly recognizing "how many" in a set
**Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.
This resource is from Tools4NCTeachers.In this lesson, students will develop strategies to fluently add and subtract within 5. Further, students will apply their understanding of how smaller sets make bigger sets to solve a take apart problem.Remix this lesson to include extension ideas and accompanying math centers
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This file contains two tasks assessing standards NBT.5. Each task is a separate attachment with its own materials and scoring rubric. This assessment may be used for instructional or assessment purposes.
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In this lesson "make-a-ten" strategy is introduced through a game. There are two different games n this lesson. Both games address the same standards and have the same rules. Play Ball takes longer to completely cover the gameboard.